Self-Regulated Learning among Undergraduate Students in a University Environment

1.0 Introduction

1.1 Background of Study

Self-regulated learning (SRL) has gained increasing attention in educational research due to its role in enhancing students' academic success and lifelong learning. According to Zimmerman (2002), self-regulated learning is a process in which students take active responsibility for their learning by setting goals, selecting appropriate strategies, monitoring their progress, and reflecting on their performance (Zimmerman, 2002). The university environment presents a unique challenge for undergraduate students as they transition from structured secondary education to a more autonomous learning experience. Pintrich (2004) emphasizes that self-regulated learning is essential in this context because it enables students to develop skills such as time management, critical thinking, and adaptive problem-solving. However, many undergraduates struggle with self-regulation due to factors such as lack of motivation, poor study habits, and limited access to effective learning strategies (Schunk & Greene, 2018).

With the increasing integration of digital learning tools and online education, self-regulated learning has become even more critical. Azevedo and Cromley (2004) highlight that students who effectively regulate their learning are better equipped to navigate complex digital environments, engage with online resources, and sustain motivation in self-paced learning contexts. Universities must therefore foster an academic culture that promotes self-regulation through structured support systems, including mentorship, academic counseling, and skill development programs.

Despite the recognized benefits of self-regulated learning, research indicates that many undergraduate students lack the necessary skills to effectively manage their learning process (Bjork et al., 2013).

Self-regulated learning (SRL) refers to the process by which students take control of their own learning by setting goals, monitoring progress, and adjusting their strategies to achieve academic success (Zimmerman, 2002). It involves cognitive, metacognitive, and motivational aspects that enable learners to actively participate in their education rather than passively receiving information. According to Pintrich (2004), self-regulated learners are characterized by their ability to plan, organize, self-monitor, and evaluate their own learning process, which significantly enhances academic performance and lifelong learning skills (Pintrich, 2004).

In the university environment, undergraduate students are expected to engage in independent learning, making SRL a crucial factor in their academic success. With the increasing complexity of higher education, students must develop self-regulatory skills to manage their time effectively, seek relevant resources, and persist through academic challenges (Schunk & Greene, 2018). Azevedo & Cromley (2004) stated that the use of digital technologies and online learning platforms has further emphasized the need for students to develop self-regulation strategies to cope with the demands of modern education (Azevedo & Cromley, 2004). Therefore, this study explores the concept of self-regulated learning among undergraduate students, examining the factors that influence its development, the challenges students face, and the strategies they employ to enhance their learning outcomes.

1.2 Statement of Problems

Investigation revealed that many students enter university without the necessary skills to manage their time effectively, organize their study materials, or persist through academic challenges (Schunk & Greene, 2018). This lack of preparedness often results in poor academic performance, increased stress, and, in some cases, withdrawal from studies. Without proper guidance and support, students may develop ineffective learning habits that hinder their long-term academic success.

The rise of digital learning environments is also influencing self-regulated learning among undergraduate students. While technology provides access to vast academic resources, it also introduces distractions that make self-regulation more difficult. Azevedo and Cromley (2004) argue that students who lack strong self-regulation skills often struggle with online learning because they are unable to manage their attention, seek relevant information, or persist through complex tasks.

Furthermore, many students are unaware of available resources, such as academic coaching, time management workshops, and self-assessment tools that could help them develop better learning habits. Without a structured approach to fostering self-regulation, students continue to face difficulties in managing their education effectively. It is against the backdrop that this study seeks to address these problems by exploring self-regulated learning in the university environment.

1.3 Aim and Objectives of Study

The aim of this study is to examine self-regulated learning among undergraduate students in a university environment. The specific objectives of this study are to:

1. Investigate the level of awareness and practice of self-regulated learning strategies among undergraduate students.
2. Identify the key factors that influence students' ability to regulate their learning, including motivation, time management, and study habits.
3. Examine the challenges undergraduate students encounter in developing self-regulated learning skills.
4. Assess the impact of digital learning environments on students' self-regulation abilities.
5. Explore the role of universities in promoting self-regulated learning through academic support programs and resources.
6. Provide recommendations on how students can enhance their self-regulation skills to improve academic performance.

1.4 Research Questions

Based on the stated objectives, this study seeks to answer the following research questions:

• What is the level of awareness and practice of self-regulated learning strategies among undergraduate students?
• What are the key factors that influence students' ability to regulate their learning, including motivation, time management, and study habits?
• What challenges do undergraduate students encounter in developing self-regulated learning skills?
• How does the digital learning environment impact students' self-regulation abilities?
• What role do universities play in promoting self-regulated learning through academic support programs and resources?
• What strategies can students adopt to enhance their self-regulation skills and improve academic performance?

1.5 Research Hypothesis

Based on the objectives of the research study, the following hypotheses are proposed:

• H₀1: There is no significant relationship between self-regulated learning strategies and students' academic performance.
• H₀2: Motivation, time management, and study habits significantly influence students' ability to regulate their learning.
• H₀3: The digital learning environment has a significant effect on students' self-regulation abilities.

1.6 Significance of Study

The outcome of the research findings will help university administrators and educators develop targeted interventions to enhance students' self-regulated learning skills. It will also be significant for policymakers and curriculum developers, as it will highlight the importance of integrating self-regulated learning strategies into university curricula.

Additionally, this research will contribute to the growing body of literature on self-regulated learning, serving as a reference for future studies. Researchers in educational psychology and related fields will be able to build upon its findings to explore new dimensions of self-regulated learning in different academic and cultural contexts.

1.7 Scope of the Study

This study will focus on self-regulated learning among undergraduate students at the University of Lagos (UNILAG), Nigeria. The study will specifically explore factors such as motivation, time management, study habits, and the influence of digital learning platforms on students' ability to regulate their learning.

The research will target undergraduate students across different faculties at the University of Lagos to provide a diverse perspective on how self-regulated learning varies among disciplines.

1.8 Limitations of the Study

This study was limited to undergraduate students at the University of Lagos, which may affect the generalizability of the findings to other universities in Nigeria or beyond. The study was also dependent on self-reported data from students, which was subject to bias, as some respondents may have provided socially desirable answers rather than accurate reflections of their learning behaviors.

Another limitation was the time constraint, as the research was conducted within a specific academic period, which may not have captured long-term changes in students' self-regulated learning habits.

Additionally, external factors such as students' personal circumstances, institutional policies, and the availability of learning resources were not extensively controlled, which may have influenced the outcomes of the study.

1.9 Definition of Terms

Self-Regulated Learning (SRL):

Self-regulated learning is the process by which students take control of their own learning by setting goals, managing their time, and applying strategies to monitor and evaluate their academic progress (Zimmerman, 2002). It involves motivation, self-discipline, and the ability to adapt learning strategies based on challenges and feedback.

Undergraduate Students:

These are students enrolled in a university program leading to a bachelor's degree. They are at the stage of higher education where they develop academic skills, independence, and critical thinking necessary for personal and professional growth (Tinto, 2012).